After the publication of JCT39 – a publication of greater than usual size due to the inclusion of several accounts of interesting developments in the teaching of Latin in the USA – JCT40 feels slightly smaller. Nevertheless, JCT does continue to look beyond the shores of the UK for inspirational ideas about teaching Classics, and this edition is no different, with an article from the USA by Nathalie Roy – a specialist in teaching Roman technology as part of a STEM (Science, Technology, Engineering and Mathematics) curriculum. Nathalie was recently selected as a STEM Teaching Fellow in her school district in East Baton Rouge and we are very grateful to her for making a contribution ‘Making a StINK with STEM in the Classics Classroom: Exploring Ancient Roman Writing through Experimental Archaeology’. Elsewhere we have an article by Hannah Warwicker, a secondary school teacher in Kent, on ‘An investigation into the effects of vocabulary learning strategies on the retention of Latin vocabulary in a Year 7 class’ with a focus on the keyword method. Other articles include: Tamar Beneyto's suggestions on how to use Mary Beard's SPQR as a reading text for undergraduate students, a discussion on spoken Latin in the Late Middle Ages and Renaissance, by Jerome Moran, and summaries of two new publications by their authors (The Cambridge Grammar of Classical Greek, by Evert van Emde Boas, Albert Rijksbaron, Luuk Huitink, and Mathieu de Bakker, and The Persians, by Andrew Wilson). There are reports from the stage group Actors of Dionysus, the JSST Latin Summer School and the usual book reviews. We are sad to present the obituaries of two great past supporters of Classics: Geoffrey Fallows and Michael Gunningham, both of whom were powerful advocates for Classics in schools in times when the educational landscape was particularly hostile to the subject, generous with their time, and outstanding teachers. They will be missed.
Many articles start up as conference pieces or teach-meet talks or presentations at staff meetings. The editor always welcomes interesting or novel pieces, as well as articles which simply describe good teaching practice or events or things of interest to other teachers. Readers should feel confident to submit articles in the usual way to the Classical Association.
Contents
Articles
Hannah Warwicker, AN INVESTIGATION INTO THE EFFECTS OF VOCABULARY LEARNING STRATEGIES ON THE RETENTION OF LATIN VOCABULARY IN A YEAR 7 CLASS.
Nathalie Roy, MAKING A STINK WITH STEM IN THE CLASSICS CLASSROOM: EXPLORING ANCIENT ROMAN WRITING THROUGH EXPERIMENTAL ARCHAEOLOGY.
Jerome Moran, SPOKEN LATIN IN THE LATE MIDDLE AGES AND RENAISSANCE.
Tamara Beneyto, BEARD'S SPQR. A HISTORY OF ANCIENT ROME AS BACKGROUND READING IN CLASSICAL LATIN COURSES. A TEACHING PROPOSAL.
Evert van Emde Boas, Albert Rijksbaron, Luuk Huitink, and Mathieu de Bakker, THE CAMBRIDGE GRAMMAR OF CLASSICAL GREEK. A NEW REFERENCE GRAMMAR FOR CLASSICAL GREEK: AIMS AND PRINCIPLES.
Megan Rogers, ACTORS OF DIONYSUS.
Andrew Wilson, THE PERSIANS. INVESTIGATING CIVILISATIONS.
David Stephenson, 39TH JACT LATIN SUMMER SCHOOL – 2019 DIRECTOR'S REPORT.
Obituaries
GEOFFREY FALLOWS
MICHAEL GUNNINGHAM
Reviews
J. E. G. Zetzel, CRITICS, COMPILERS, AND COMMENTATORS: AN INTRODUCTION TO ROMAN PHILOLOGY, 200 BCE – 800 CE (E. Wall); E. v. E. Boas et al. THE CAMBRIDGE GRAMMAR OF CLASSICAL GREEK (J. Moran); I. C. Storey, ARISTOPHANES: PEACE (P. D. Bunting); A. Hinds with M. Cuypers, EURIPIDES’ IPHIGENIA IN AULIS (P. Olive); I. Torrance, EURIPIDES: IPHIGENIA AMONG THE TAURIANS (A. Carroll); M. Wright, THE LOST PLAYS OF GREEK TRAGEDY VOLUME 2: AESCHYLUS, SOPHOCLES AND EURIPIDES (P. Harrison); R. Rawles, CALLIMACHUS (A. Carroll); S. Critchley, TRAGEDY, THE GREEKS AND US (G. McCormick); G. de la Bédoyère, DOMINA: THE WOMEN WHO MADE IMPERIAL ROME (A. Allman); P. Matyszak, THE GREEKS: LOST CIVILISATIONS (J. Lashly); A. Mayor, GODS AND ROBOTS. MYTHS, MACHINES, AND ANCIENT DREAMS OF TECHNOLOGY (A. Chadwick); L. C. Watson, MAGIC IN ANCIENT GREECE AND ROME (J. Lashly); N. Haynes, A THOUSAND SHIPS (J. Lashly); C. Lawrence, THE TIME TRAVEL DIARIES (C. F. Harvey); R. Punter and F. Fiorin, THE ODYSSEY (J. Hayden); T. Collins, THE LONG-LOST SECRET DIARY OF THE WORLD'S WORST GLADIATOR (J. Watson); E. Dickey, LEARN LATIN FROM THE ROMANS. A COMPLETE INTRODUCTORY COURSE USING TEXTBOOKS FROM THE ROMAN EMPIRE (A. Allman); J. Reedy, THREE ABECEDARIA. AN ALPHABETICAL APPROACH TO VOCABULARY (E. Woolerton).
Submitting an article to JCT
The Journal of Classics Teaching is the leading journal for teachers of Latin, Ancient Greek, Classical Civilisation and Ancient History in the UK. It originated as the voice of the Joint Association of Classical Teachers in 1963 under the title Didaskalos, being renamed Hesperiam over the years, and finally JCT. It has a broadly-based membership including teachers in the primary, secondary and tertiary education sectors. JCT welcomes articles, news and reports about Classics teaching and items of interest to teachers of Classics both from the UK and abroad. If you wish to submit an article, it should be sent to the JCT Editor, c/o the Classical Association office@classicalasociation.org.
Articles are welcome on classroom teaching practice or on studies about the teaching and learning of Classics in the UK and abroad. They should be up to 7000 words. There should be clear pedagogical or academic content. News and reports of events of general interest to teachers of Classics should be between 1000 and 2000 words.
All articles should be submitted in Arial 12 point, 1.5 line-spaced and with non-justified margins, and should include the author's name and some biographical details. Images, graphs, diagrams and tables should be submitted separately as jpgs or pdfs as appropriate, with an indication in the text where they should be included. In general, JCT prefers references to conform to the author-date referencing style of the American Psychological Association (APA). The Editor can supply further details of this referencing style if desired. Please ensure that you have permission to reproduce photographs of pupils or the relevant copyright for images, or give details of the origin of the image used. Recent editions of the journal give a guide to the layout of articles. Copies are available on request.
After submission by the author, the article may be submitted to peer review. The Editor reserves the right to suggest any changes that are felt are needed to be made and makes minor corrections. If major changes are thought to be needed, the author will be asked to rewrite the section which needs changing. Once accepted, the author is assumed to have assigned the right to JCT to distribute the publication electronically. Articles are copyrighted by their respective authors, but if published after electronic appearance, JCT will be acknowledged as the initial place of publication.
For the last 50 years JCT and its predecessors have been published in hard copy and made available to members of the Joint Association of Classical Teachers. From 2015 JCT has been available freely online, supported by the Classical Association. Back issues of hard copies of JCT are available from the CA Shop and as downloadable pdfs of individual articles freely online via the Association for Latin Teaching website www.arlt.co.uk.
Open access
